Faculty of Education and Community Studies

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    Relationship between Selected School Characteristics and Principals’ Perceptions on Cost Efficiency in Public Secondary Schools of Bomet County, Kenya
    (Egerton University, 2024-09) Arap Kirui, Philip Kimutai
    Public secondary schools in Kenya are expected to operate efficiently in the use of resources. Despite this expectation, the cost of education in relative terms in most public secondary schools in Bomet County is still high. This may be an indicator that public schools are cost inefficient in their operations. The purpose of this study was to investigate the relationship between selected school characteristics namely; accommodation status of students, school size, type and location and principals‟ perceptions on cost efficiency in public secondary schools of Bomet County, Kenya. The study was informed by the education production function theory and adopted the correlational research design. The target population was two hundred and seventy principals of public secondary schools and all the five Sub-County Directors of Education in Bomet County. A sample of 175 principals was selected using stratified, proportionate and simple random sampling techniques. A semi-structured questionnaire was used to gather data from the principals and an interview schedule was used to solicit data from the Sub-County Directors of Education. The content and face validity of the two instruments were ascertained by experts from the department of Curriculum, Instruction and Educational Management, Egerton University. The reliability of the principals‟ questionnaire was estimated using the Cronbach alpha method. It yielded a reliability coefficient of .822, and was therefore deemed reliable. Data was analyzed with the use of the Statistical Packages for Social Sciences (SPSS) version 25.0. Hypotheses were tested using the Chi Square test for independence at .05 level of significance. Qualitative data generated by the open ended items and interviews were analyzed thematically by organizing them in themes pertinent to the study objectives and summarizing them using frequencies and percentages. The study found that relationship between accommodation status of students in schools (χ2 [4, N = 143] = 2.121, ρ > .05), school size (χ2 [4, N = 143] = 1.905, p > .05), school type (χ2 [2, N = 143] = .113, p > .05) and principals‟ perceptions on cost efficiency were not statistically significant. However, the relationship between school location and principals‟ perceptions on cost efficiency was statistically significant, χ2 (2, N = 143) = 8.25, p < .05. The study concluded that principals perceived that location affected cost efficiency, while accommodation status of students, school size and type did not. The study recommended that, principals in Bomet County be equipped with financial management skills through training in order to enhance their ability to manage the institutions effectively. The study further recommended that rural schools should consider cost reduction and saving strategies when preparing and implementing their budgets, given that school location affects cost efficiency. The findings of the study could be useful to the principals and the ministry of education in putting in place mechanisms and formulating policies that aim at promoting cost efficiency in school management. The findings of the study could also serve as reference material for researchers studying the dynamics of cost efficiency in education.
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    Drought Drivers, Projection and Effects on Cereal Yields and Smallholder Farmers’ Adaptation Strategies in Makueni County, Kenya
    (Egerton University, 2024-09) Ondiko, Jackob Haywood Jack
    Increasing frequency and severity of drought is a major challenge to rain-fed cereal production in Arid and Semi-Arid Lands globally. Frequent and severe droughts affect cereal production and food security resulting in increased vulnerability, malnutrition and even human deaths in the affected regions in Kenya. The specific objectives of the study were to: project drought trends in Makueni County between 2024 to 2054; determine the influence of Indian Ocean Dipole on occurrence and nature of droughts; examine the effect of drought on cereal yields; find out the drought adaptations practiced in Makueni County and evaluate outcomes of drought adaptation strategies among smallholder cereal farmers in Makueni County. The study adopted Explanatory Sequential Mixed Methods Research Design. Five data sets were used in the study: Rainfall data (1990 to 2020), Indian Ocean Sea Surface Temperatures data (1990 to 2020), cereal data (1990 to 2020), household data (N=225) and key informants (N=16). Extraction from secondary sources, content analysis, triangulation, survey and key informant interviews were used in data collection. Standardized Precipitation Index, Autoregressive Integrated Moving-Average Models, Coefficient of determination Pearson’s r and descriptive techniques were used in data analysis. There were erratic, unpredictable and fluctuating rainfall patterns accompanied by 20 episodes of near-normal droughts, 5 mild droughts and 3 severe droughts between 1990 and 2020. An increasing trend of seasonal droughts was projected due to declining March-April-May seasonal rainfall. An upward trend in October-November-December seasonal rainfall was projected from 2024 to 2054. Sea Surface Temperatures in Equatorial Western Indian Ocean and Equatorial Eastern Indian Ocean influence occurrence of drought in Makueni County whereby R2 values of 0.580 (58%) and 0.674 (67.4%) were established, respectively. There was a significant, positive correlation between rainfall and sorghum, finger millet and maize yields. More females than men adapted to droughts through use of Indigenous Knowledge: drought prediction and monitoring (61%), bio-control of weeds (57%), use of farm manure (54%), supplementary irrigation (51%) and early planting of seeds (51%). Most of the smallholder farmers who adopted small farm sizes for sorghum (43%), finger millet (42%) and maize (60%) recorded low yields between 1 and 10 bags. Information and data generated by the study are expected to result in improvement in drought adaptation policy formulation and adaptive capacity of the smallholder cereal farmers hence improvement in food production and security.
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    Relationship between cultural factors and secondary school students’ performance in chemistry in Samburu County, Kenya
    (Egerton University, 2024-09) Ekwam, Lomonyang
    This study examined the relationship between students' performance in chemistry at secondary schools in Samburu County and their cultural factors. A survey with correlations was the study design that was used. The target group consisted of all secondary school chemistry students in Samburu County. The accessible population in 2023 consisted of all Form Three Chemistry students in the County. Using cluster sampling, nine secondary schools public and private were selected as sample units. Using simple and stratified random sampling, 286 students were selected as a sample from the accessible population. The four instruments used to gather the data were the Students' Chemistry Performance Test (SCPT), Students' Cultural Beliefs and Practices Questionnaire (SCBPQ), Students' Religion Questionnaire (SRQ), and Students' Cultural Traditions Interview Schedule (SCTIS). The instruments were validated and pilot tested before being used. The reliability coefficients for SCPT, SCBPQ, and SRQ were 0.80, 0.85, and 0.81, respectively. To analyze the collected data, a mix of descriptive and inferential statistics was employed. To assess the quantitative data from the SCPT, descriptive statistics were used. The frequencies, means, and percentages of the data were used in the analysis. The qualitative data from the SCTIS was evaluated using the Chi-Square Test and a logical approach. To ascertain the relationships between the various variables, the study used Simple Linear Regression and the Chi-Square test. All statistical tests of significance were conducted at a coefficient level of alpha (α) equal to 0.05 using the Statistical Package for Social Sciences (SPSS) version 23.0 for Windows. The following were the study's conclusions: Chemistry students’ performance was below average (23.64%), with boys' schools outperforming coeducational and girls' schools. The chemistry performance of students was shown to have stronger statistically significant connections with cultural practices (r = 0.115, P < 0.05), traditions (r = 8.533, P > P), and religion (r = 0.031, P < 0.05). There was no significant correlation found between students' performance in chemistry and cultural beliefs (r = -0.002, P > 0.05). It is recommended that significant educational decisions be made as early in high school as feasible. The main objectives of these actions should be to reduce the impact of cultural factors that are known to worsen students' performance in chemistry and to begin offering in-service training to science teachers. This will provide them with the skills necessary to teach chemistry more effectively. The findings of the study will assist curriculum developers, teacher educators, policy makers, and chemistry instructors in addressing the required interventions to enhance meaningful chemistry learning and, consequently, improve students' performance in the subject in secondary schools across the country
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    Influence of non-governmental organizations’ education interventions on community empowerment in nakuru county, kenya
    (Egerton University, 2023-09) Mutiga, Mary wangari
    Non-governmental organizations are key development actors through various strategies. Education is one of the strategies and an integral part in realization of sustainable development goals. Education interventions include financial, basic needs, capacity development and character-building. However, there are challenges in terms of social economic development. Education as an empowerment tool is deemed effective through empowering both individuals and communities. However, success of education interventions has been measured using individual empowerment indicators, as a result, an empirical knowledge gap exists on their influence on community empowerment, a prerequisite for community development. The study sought to investigate the influence of non-governmental organizations education interventions on community empowerment in Nakuru County. This study was guided by Social Capital Theory, Empowerment Theory and General Systems Theory. The study adopted correlational research design and an ex-post facto research design. Stratified random samplings, simple random sampling and purposive sampling were used in the study. Thirteen social workers one from each selected organizations and 101 beneficiaries were involved in the study. Data was collected using questionnaires. Reliability of the research instruments was estimated using Cronbach’s alpha coefficient formulae and was found to be 0.792 for the beneficiaries and 0.846 for the social workers. The research instruments attained a reliability coefficient above the required threshold of 0.70 for social sciences, thus acceptable. The data obtained through this study was analysed using descriptive and inferential statistics (linear and multiple regression). Factor analysis was used to create factor scores for inferential analysis. The study results indicate the influence of education interventions at 95% confidence level were as follows: financial interventions, R2 = . 065, F (1, 99) = 6.855, p = .010; basic needs interventions, R2 = . 068, F (1, 99) = 7.207, p = .009; capacity development interventions, R2 = . 051, F (1, 99) = 5.315, p = .023; character-building interventions, R2 = . 052, F (1, 99) = 17.749, p = 0.000. The combined influence of education interventions was also significant at 95% confidence level, R2 =.219, F (4, 96) = 6.740, p = 0.000. The study concluded that non-governmental organizations’ education interventions; financial, basic needs, capacity development and character-building had statistically significant influence on community empowerment. The study recommends adoption of the education for community empowerment model developed through this research for non-governmental organizations and other stakeholders supporting education as a strategy for sustainable community development
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    The influence of social support, gender and self-concept on development of post-traunatic stress disorders in chilren exposed to 2007 -2008 post election violence in Eldoret, Kenya
    (Egerton University, 2015-09) Njoroge,Margaret Wanjiku
    When exposed to traumatic events such as violence, without proper psychological intervention and care thereafter, children like adults can develop post-traumatic stress disorder (PTSD). Kenya experienced severe violence after the 2007 general elections with Eldoret Municipality being one of the hard hit areas. Both children and adults in Eldoret were exposed to a wide range of traumatic stressors. During this period of great difficulty, displaced persons, religious groups, as well as other community groupings came together in support of each other as they dealt with the adversity. This study examined the influence of social support, gender and self-concept on the development of PTSD among children exposed to the post-election violence. The study was a descriptive survey that adopted ex post facto research design. The study drew its population from the 121 Sclass eight children and 201 teachers from 8 purposively selected public schools in Eldoret Municipality. Stratified random sampling method was utilised to give a sample of 192 pupils and according to their gender as well. Further, 32teachers were purposively selected to participate in the study, giving a total sample of 224 participants. The instruments for data collection used in this study were the Impact of Event Scale Revised Version for the screening of PTSD in children, a Self-appraisal and Social Support Questionnaire for children and a Child Behaviour Checklist for teachers. Data was analysed with the aid of the Statistical Package for Social Sciences (SPSS) for Windows Version 17. Descriptive statistics (frequencies, percentages, mode and means) and inferential statistics (ANOVA, t-test and Pearson’s correlation coefficient) were used for statistical analysis. All hypotheses tests were conducted at 0.05 level of significance. The findings of the study showed that children exposed to post-election violence in Eldoret were still exhibiting PTSD symptoms at a prevalence of 45.50%. The study further found that social support was inadequate and it influenced development of PTSD, with those with adequate social support exhibiting lower scores of PTSD than those without adequate social support. Gender and self- concept were found not to influence development of PTSD. Consequently, the study recommended that life skills programmes and child-centred supportive therapy be enhanced in schools as well as formation of social support groups not only in schools but also in the community, in order to reduce the prevalence of PTSD on exposure to traumatic events.
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    Teachers’ and Learners’ Perceptions on the Effectiveness of Field-Based Study Approach In Teaching of History and Government in Secondary Schools in Kericho County, Kenya
    (Egerton University, 2022-03) Korir, Geoffrey Kipngeno
    History and Government is an important subject as it assists in the development of learners’ international consciousness and enhances their appreciation of cultures of different societies. Despite its importance, students’ performance in the subject in secondary schools Kenya and Kericho in particular has not been satisfactory. Performance has been associated with factors such as availability of physical facilities and instructional materials, school and classroom environments and teachers’ characteristics. Teaching approaches and the way they are perceived by teachers and learners have also been associated with students’ academic performance. This study investigated teachers’ and learners’ perceptions on the effectiveness of Field-Based Study Approach (FBSA) in teaching of History and Government in secondary schools in Kericho County, Kenya. The study adopted descriptive survey research design. The target population comprised of all secondary school teachers and learners in public secondary schools in Kericho County. The school was the sampling unit. And the accessible population was 274 History and Government teachers and 7,575 form four students. Stratified, proportionate and simple random sampling techniques were used to select 163 teachers and 433 form four students who participated in the study. Data was collected using Teachers’ Perceptions Questionnaire (TPQ) and Learners’ Perceptions Questionnaires (LPQ). The instruments were validated by five research experts in the Department of Curriculum, Instruction and Educational Management of Egerton University. The two instruments were pilot tested and their reliability coefficients estimated using the Cronbach’s alpha formula. TPQ and LPQ yielded reliability coefficients of 0.926 and 0.856, respectively. The instruments were deemed reliable as their reliability coefficients were above the 0.70 threshold. This is the minimum threshold of reliability coefficient in education and social science. Data were analysed with the aid of Statistical Packages for Social Sciences (SPSS) version 22. Frequencies and percentages were used to describe and summaries data. The results of the study revealed that perceptions of the teachers’ and learners’ on the effectiveness of FBSA in facilitating learners’ acquisition of History and Government knowledge and skills, were positive. The results also indicated that the teachers and learners’ perceptions on effectiveness of FBSA in deep learning and development of learners’ positive attitude towards the History and government were positive. The findings of the study may provide History and Government teachers with an insight of the effectiveness of FBSA, leading to frequent use of the approach. This may enhance teaching and improve academic performance in the subject. The findings may also assist school administrators, the Ministry of Education, Science and Technology and Kenya Institute of Curriculum Development in vii formulating policies and practices that incorporate FBSA during instruction, thus improving the effectiveness of teaching of History and Government in secondary schools
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    Influences of creativity teachings strategy on students performance and motivation in the topic energy in secondary school physics in Nakuru District, Kenya
    (Egerton University, 2009-10) Samuel, Hungi K.
    Agricultural extension is a critical agent for transforming subsistence farming to modern and commercial agriculture through the dissemination of agricultural information to farmers. Despite this, extension services are still limited in most parts of the Kenya. This has necessitated a move towards more innovative methods of extension service delivery for effective coverage by the Government of Kenya through the introduction of ICT-based e- Extension programme. The adoption and usage of ICTs in accessing agricultural information among farmers remain low. This has been attributed to socio-economic, cultural and technological factors. The overall objective of this study therefore, was to establish the influence of technology-related factors on usage of e-Extension services among smallholder farmers in Nakuru County, Kenya. Descriptive survey research design was used in the study whereby questionnaires and focus group discussion guides were used to collect data from l30 smallholder farmers, 25 extension agents and three focus group discussions held with eight participants each. The face and content validity of the instruments were examined by five experts from the Department of Agricultural Education and Extension, Egerton University.The questionnaires were piloted and reliability coefficients were 0.87 and 0.71 respectively. Statistical Package for Social Sciences (SPSS) was used for data analysis. Descriptive statistics, namely frequencies, percentages, means and standard deviation were used to describe and summarize qualitative data. Ordinal logistic regression and Chi square tests were used to test the hypotheses at or = 0.05 level of significance. Results of hypotheses testing indicated that access to ICTs and ICT skills of farmers’ influences usage of e- Extension services among smallholder farrners. Furthermore, the study established that availability and characteristics of digital content had an influence on usage of e-Extension services. In addition, the findings of the study indicated that the type of e-platforms had a significant influence on the usage of e-Extension services. This study therefore, concludes that e-Extension services can be used to complement other extension methods in dissemination of agricultural information to smallholder farmers. The study recommends that for this to be achieved there is need for national and county governments to invest in the development of ICT skills of farmers as well as coordination and regulation of available agricultural digital content. It also recommends partnership between the national government, county governments and other stakeholders in the provision of e-Extension services. The County govemment of Nakuru should also create awareness and sensitize of farmers on the availability of e-Extension services through the Nakuru Farmer Call Center (NF CC).
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    Students’ Academic Interaction, Self-Esteem and Achievement Relationships in Public Secondary Schools in Nakuru County, Kenya
    (Egerton University, 2020-08) Addero, Wilson Ogot
    Academic achievement is important in the determination of students’ future prospects. Educationists and other stakeholders have consistently used students’ academic achievement results as basis of advancement and employment opportunities. The learners’ academic self-esteem and academic interaction correspondingly shape the learning environment of students. The purpose of this study was to examine students’ academic interaction, academic self-esteem and academic achievement relationships in public secondary schools in Nakuru County, Kenya. Correlational research design and both quantitative and qualitative research approaches were used in the study. The population of the study comprised 23,309 that is 11,938 boys and 11,371 girls form three students from 294 public secondary schools in Nakuru County. A total of 29 public secondary schools and 378 form three students were selected using stratified random sampling. The study used purposive sampling to sample 29 class teachers from the selected public secondary schools in Nakuru County. The total sample size for this study was therefore 407 respondents. The study used closed-ended questionnaires to collect data from students and interview schedule to collect data from class teachers. Data for academic achievement was obtained from school examinations results record. To ensure content validity of the research instruments, the researcher developed questionnaires and an interview schedule in line with the objectives of the study in consultation with the supervisors and lecturers from the Faculty of Education and Community Studies. To test the reliability of the questionnaire, a pilot study was done on one secondary school that was not part of the actual study. Cronbach’s Alpha test of internal consistency were established whereby the items had reliability coefficients of 0.870, 0.871, 0.875 and 0.873 which were considered acceptable. Quantitative data was analyzed using the Statistical Package for Social Sciences (SPSS) version 24 while qualitative data was analyzed using NVivo version 12. The study established that there was a statistically significant relationship between students’ academic interaction and academic achievement in public secondary schools in Nakuru County, Kenya. It was also established that there was a significant relationship between students’ academic interaction and academic self-esteem in public secondary schools in Nakuru County, Kenya. The study also found out that there was a significant relationship between students’ academic self-esteem and academic achievement in public secondary schools in Nakuru County, Kenya. It was further found that the model to predict academic achievement of students using student-student, student-teacher, student-parent academic interactions and student academic self-esteem as predictor variables explained the highest percentage of variation in academic achievement. The study concluded that students’ academic interaction and academic self-esteem had a linear relationship with their academic achievement. In respect to this, the study recommends Kenyan teachers training institutions to advance teaching methods that seeks to improve students’ academic interaction and academic self-esteem for better academic achievement. Findings on students’ academic interaction, academic self-esteem and academic achievement will be beneficial to Nakuru County Director of Education, researchers and academicians in coming up with strategies of making the learning environment conducive for the learners’ development of self-esteem and appropriate forms of interaction.
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    Selected Factors Influencing Educational Participation of Student Mothers in Public Secondary Schools in Baringo County, Kenya
    (Egerton University, 2021-05) Jepkemboi, Margaret Ayub
    Secondary level of education has been viewed as a fundamental stage for education progression. At this level, students participate in educational activities that pertain to secondary school education. However, in Baringo County, especially in Mogotio and Tiaty Sub-counties, there is hig h prevalence of teenage pregnancies due to high poverty evels, illiteracy rates among parentsand retrogressive cultural beliefs that may have nfluenced the educational participation of student mothers. The study aimed at determining the selected factors influencing educational participation of student mothers in public secondary schools in Baringo County, Kenya. Identity and Overlapping Spheres theories guided the study. This study was ex-post facto in approach and utilized correlational research design. The target population was approximately 22158 girls while accessible population was approximately 1279 student mothers. In sampling for the secondary schools in Baringo County, the study used a proportionate sample of 20% of schools whereby a sample size of 34 secondary schools was selected using stratified random sampling. The sample size of the student mothers in this study was 296 and was selected using stratified random sampling. In addition, 34 class teachers and 34 teacher counsellors were selected purposively. The total sample size was 364 participants. The study collected data using questionnaires for student mothers and interview schedules for teachers. Qualitative data was analysed using NVivo software version 12. Quantitative data was analysed using SPSS version 24. A pilot study was conducted among 30 student mothers from Rongai Sub-County in Nakuru County. Based on the pilot study results, the Cronbach's alpha coefficient for the family factors was 0.870, for school factors was 0.854, for community factors was 0.875, 0.866 for individual factors and 0.885 for educational participation. The overall response rate for the study was 98.4%. A correlation coefficient of 0.411 was achieved between family factors and educational participation, 0.457 between school factors and ducational participation, 0.393 between community factors and educational participation a correlation coefficient of 0.728 between individual factors and educational participation of student mothers. The study further found that family, school, community and individual factors significantly predicted educational participation of student mothers. Individual factors have the greatest influence on educational participation of student mothers in public secondary schools in Baringo County. The study concluded that educational participation of student mothers in secondary schools is significantly influenced by family, school, community and individual factors. The study findings would benefit many educational stakeholders including learners, teachers, school administrators, Members of the community as well as community service groups, policymakers, and scholars in increasing the educational participation of student mothers through enhanced family, school and community support
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    Assessing the Uptake of System of Rice Intensification Practices
    (Egerton University, 2021-06) Ouma, Marilda Auma
    Globally, sustainable intensification in rice growing systems and practices has been accelerating in response to the declining productivity trends and the high market demand, particularly in Sub-Saharan Africa where uptake of improved technology is low. However, in Oluch irrigation scheme, Rangwe Sub-County, Kenya, weak networks and low innovative capacity are associated with smallholder rice farmers’ which has significantly contributed to limited uptake of system of rice intensification (SRI) technology. This study sought to assess the uptake of SRI through a facilitated innovation platform (IP) to promote uptake of the technology in an interactive manner, with an aim of boosting the knowledge and skills in the intensification of rice production. The study adopted action learning research design where an IP was established to facilitate participatory learning and uptake of SRI in the scheme. A sample size of 101 farmers were selected from a population of 369 smallholder rice farmers to participate in the baseline survey. Out of the 101 farmers sampled for the baseline survey, 24 farmers were selected for the IP. Data was collected using structured questionnaires, FGD guides, observation checklists, and key informant interviews. Tests for validity and reliability were conducted using Cronbach’s Alpha (coefficient of 0.82). SPSS was used for quantitative data analysis, while R-software was used for Social Network Analysis. Inferential statistical approaches used were Chi-Square, Correlation and Multiple Linear Regression models were used for the analysis of quantitative data. All statistical tests were conducted at the 5% level of significance. At baseline, farmers identified several complex and competing challenges that required the action of multiple stakeholders. Study findings showed very limited implementation of SRI practices. Integration of SRI through IP approach was found to be effective among smallholder rice farmers in Oluch. The IP, and the establishment of rice growing demonstration plot in a commonly identified Block BL 5.1 enabled stakeholders to work in a structured, more effective manner with greater effect towards SRI uptake. Given this observation, the study concluded that if facilitated properly through the IP, farmers who normally experience low productivity and earn low income can overcome challenges and increase their productivity thus enhancing their income. Similarly, farmers would have a greater opportunity to interact among themselves and with other stakeholders to address production challenges associated with demands of food and nutrition insecurity, SDGs and Vision 2030. Based on the findings, this study recommends a need for policies within the rice sector that supports facilitation of stakeholder networks such as IP approaches to enhance farmers’ innovative capacities to promote production.
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    Relationship between selected rehabilitation factors and recovering alcoholics competencies in central and Nairobi regions, Kenya
    (Egerton University, 2019-10) Waweru, Muriithi
    Attainment of sobriety calls for appropriately planned and skillfully managed process that offers personal support and guidance, necessitating effective approaches during alcohol rehabilitation. An understanding of how various rehabilitation related factors influence recovering alcoholics’ competencies is therefore key to their reintegration into society. Recovery from alcohol addiction should therefore result in a substantial improvement in the reduction of alcohol intake and an improvement in personal health and social functioning for the recovering alcoholic. The study sought to determine the relationship between selected rehabilitation factors on recovering alcoholics’ social and personal competencies in Central and Nairobi regions, in Kenya. The study adopted behavioural, Adlerian and person centred theories for its theoretical framework. The study employed the ex-post- facto correlational research design with an accessible population of 202 recovering alcoholics and 81 addiction counsellors in 17 rehabilitation facilities in Central and Nairobi regions employing the 12 step facilitation approach. Census sampling method was used for the addiction counsellors while a sample size of 134 respondents calculated using Taro Yamane simplified formula was used for the recovering alcoholics. Data was collected using a structured questionnaire for the recovering alcoholics and addiction counsellors. The instrument was validated and adjustments made after the pilot study conducted in two rehabilitation centres in Nakuru County. Reliability was determined using the Cronbach’s Alpha Coefficient for the study variables as 0.898, 0.860, 0.747, 0.742 and 0.887 respectively. The data was analysed using the IBM Statistical Package for Social Sciences (SPSS) version 22.0. Pearson correlations were used to test the relationship between the dependent variable (recovering alcoholics’ competencies) and the independent variables (AA 12 steps facilitation, addiction counsellors’ characteristics, recovering alcoholics’ characteristics and level of family support). All independent variables were statistically significant at p=0.000<0.05 with the AA 12 steps facilitation model and recovering alcoholic characteristics reporting moderate positive association (r=0.491; 0.580), while addiction counsellor characteristics and level of family support reported strong positive association (r=0.649; 0.600) respectively on recovering alcoholics’ competencies. The study recommends use of the 12-step approach in alcohol rehabilitation and strengthening of steps established to positively contribute towards social and personal competencies. Rehabilitation centres need to consider tailoring treatment based on gender to consciously address the low number of women seeking treatment for alcohol dependency
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    Effects of cooperative e-learning and conventional teaching approaches on secondary school students' achievement and attitude towards chemistry in Koibatek sub-county, Kenya
    (Egerton University, 2019-11) Chebii, Roselyn Jepkosgei
    The study of Chemistry at secondary school level help students in developing basic scientific skills, knowledge and competence required in problem solving in their environment. However, this might not be achieved unless teachers employ effective methods of techniques during instruction. Performance of students in Chemistry in Kenya at the Kenya Certificate of Secondary Education (KCSE) examinations is poor. The poor performance may be partly attributed to teaching methods used by teachers and students‟ negative attitude towards the subject. Therefore, this study was designed to investigate the effect of Cooperative E-learning Approach (CELA) on students‟ achievement and attitude towards Chemistry. The study was carried out in Koibatek sub-county Kenya where a persistent low achievement in the subject has been registered. The study focussed on the mole concept topic in Form three Chemistry syllabus. Solomon Four Non-equivalent Control Group Design was employed in the study. Twelve county schools were purposively selected from the 40 secondary schools in the sub-county and randomly assigned to Experimental Group one (E1), Experimental Group two (E2), Control Group one (C1) and Control Group two (C2). Data was collected from a sample of 489 Form three students two instruments namely, Chemistry Achievement Test (CAT) and Student Attitude Questionnaire (SAQ) were used for data collection. The instruments were pilot-tested in two secondary schools in the county which were not part of the study, but had similar characteristics as the sample schools. This was to estimate the reliability and validity of the instruments. CAT had a reliability of 0.87 while SAQ had 0.78. Two groups the Experimental Group (E1) and Control Group (C1) were pre-tested whereas Experimental Group (E2) and Control Group (C2) were not pre-tested. All groups were taught the same course content for a period of five weeks with the experimental groups receiving their instruments by use of CELA approach and control groups using conventional methods. A post-test CAT and SAQ were administered to all groups after the treatment. Both descriptive and inferential statistics were used to analyse the data using the Statistical Package for Social Sciences (SPSS). One way ANOVA, ANCOVA and t-test were used in data analysis. Hypotheses of the study were tested at α=0.05 level of significance. The finding of the study indicated that students in the experimental groups outperformed the control groups in achievement and in attitude towards Chemistry. Also the study found that gender factor did not affect the achievement and attitude of students towards Chemistry when CELA was used in teaching. School type did not affect the achievement of students in Chemistry. It is therefore recommended that, Chemistry teachers incorporate this method in teaching in secondary school level especially in the topic “The Mole”. Government education agencies and other education stakeholders should organize teachers‟ workshops on the use of CELA strategy to enhance better performance. Teacher education programme in Kenya in Tertiary institutions should be improved to prepare teachers who can apply innovative approaches such as CELA which promotes effective teaching and learning. This could be achieved by practical demonstration of CELA in the classrooms during microteaching and teaching practice exercises.
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    Effects of the use of computer animated loci teaching technique on secondary school students’ achievement and misconceptions in mathematics within Kitui County, kenya
    (Egerton University, 2019-11) Mwangi, Simon Warui
    Mathematics plays an important role in the scientific and development of all nations. In Kenya mathematics is compulsory in all Primary and secondary schools. However the performance in the subject at the National Examinations has remained below average with marked gender differences. The students‘ performance in some mathematics topics such as ―Loci‖ has been wanting. The reason for the poor performance in mathematics and the Loci topic in particular has been attributed to several factors, which may include: poor teaching methods and lack of teaching/learning resources. This study sought to investigate effects of using Computer Animated Loci Teaching Technique on students‘ achievement and mathematics misconceptions held by learners in the mathematics topic. ICT has been used in teaching and learning of chemistry with remarkable improvement. The theoretical framework that guided the study was based on the Constructivist theory of learning where the students constructed new knowledge from real-life experiences. Computer Animations on Loci concepts were constructed to teach Form Four in Co-educational secondary schools. Solomon Four, Non-Equivalent Control Group Research Design was used with two treatment groups E1 and E2. The control groups were also two C1 and C2. Purposive random sampling method was used to choose a school for each group that had evenly distributed gender, graduate teachers teaching Form Four and a computer laboratory with at least ten computers. The two experimental groups were exposed to Computer Animated Loci Teaching Technique as the treatment while the two control groups were taught using the conventional teaching and learning methods. The sample size was 207 students consisting of 95 girls and 112 boys. A Mathematics Achievement Test (MAT), adopted from KCSE past Examinations papers on Loci was used to identify Students‘ mathematics misconceptions. The instrument was pilot tested to estimate its reliability. The instrument-MAT was validated for face and content validity by experts from the Department of Curriculum, Instruction and Educational Management of Egerton University. The reliability coefficient of the instrument was estimated to be 0.8826 using K-R 20 formula. A Pre-test was administered to the two groups (E1 & C1), one experimental and one control before intervention and then the same MAT was administered to all the four groups after intervention as a Post-test. The t-test, ANOVA and ANCOVA were used to test hypotheses at Coefficient alpha (ά) level of 0.05. The results of the research study indicated that Computer Animated Loci Teaching Technique improves students‘ mathematics achievement and reduced mathematics misconceptions. Both female and male students when exposed to the technique performed significantly the same. The findings may be useful to students, teachers, Universities and curriculum developers in secondary schools since the technique may improve the quality of education in the country.
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    Effects of interactive multimedia simulations advance organizers teaching approach on students’ achievement and motivation to learn secondary school physics in Nyahururu sub-county, Laikipia, Kenya
    (Egerton University, 2019-11) . Ngatia, David G
    Physics knowledge is vital for socio-economic development of any society. Technologies transforming the world are directly linked to physics inventions. Despite its importance, achievement and motivation to learn physics subject at the Kenya Certificate of Secondary Education (KCSE) has remained low in comparison to other science subjects. One of the factors attributed to the low achievement and motivation to learn physics is the poor teaching approaches. There is therefore need for teachers to use teaching approaches that address the problem of the low achievement and motivation to learn physics. Interactive Multimedia Simulation Advance Organizers (IMSAO) is a teaching approach that combines both interactive multimedia simulations and advance organizers in the teaching/learning process which may enhance achievement and motivate learners. However, its effects on achievement and motivation to learn secondary schools physics had not been determined in Nyahururu Sub-County of Laikipia. This study investigated the effects of using IMSAO teaching approach on achievement and motivation to learn physics in secondary schools in Nyahururu Sub-County. The effect of IMSAO on achievement and motivation to learn physics by gender was also determined. Solomon-Four, Non-Equivalent Control groups’ research design was used. The population of study comprised of all form two students in public secondary schools in Nyahururu Sub-County. A sample size of 168 students was used in the study. Four schools were purposefully sampled from the 24 Co-educational Day public secondary schools in the Sub-County. Random sampling was used to assign two schools to experimental groups and two schools to control groups. Experimental groups were taught using IMSAO teaching approach while the control groups were taught using Conventional Teaching Methods (CTM). Physics Achievements Test (PAT) and a Physics Motivation Questionnaire (PMQ) were constructed, validated and pilot tested for use in data collection. The reliability coefficients for PAT and PMQ were 0.83 and 0.79 respectively. Data was analysed using ANOVA, ANCOVA and t-tests. All hypotheses were tested at the coefficient alpha (α) equal to 0.05. The findings of the study showed significant statistical differences in achievement and motivation to learn physics for students exposed to IMSAO and those exposed to CTM, in favour of the experimental groups. The results also indicated a non-significant statistical difference in physics achievement and motivation to learn physics between boys and girls exposed to the IMSAO teaching approach. The researcher recommended the use of IMSAO by physics teachers, curriculum developers, and teacher trainers in order to improve on the achievement and motivation to learn physics in secondary schools.